Abstract:This study aimed to reveal students’ strategies to solve reversible problems, particularly to function course. Individuals’ competence to solve reversible problems is the part of reversible thinking. This way of thinking refers to a reversible two-way relationship. Providing reversible problems is a way for teachers to develop their students’ reversible thinking. It was qualitative. 105 students who were prospective teachers of mathematics were selected as the subject of this study, and it took a test containi… Show more
“…Actually, in reversible thinking, there were indeed two processes that are opposite each other, i.e. doing action and undoing action or working backwards S. Maf'ulah & Juniati, 2019;Ajay Ramful, 2015).…”
Section: Discussionmentioning
confidence: 99%
“…When reversibility was considered as a feature of the development phase of one's cognition, it was definitely crucial. Relating to mathematics education, reversibility is a part of mathematical competence influencing students' successfulness in solving mathematics problems (Daulay et al, 2019;S. Maf'ulah & Juniati, 2019;Zandieh & Rasmussen, 2010).…”
Section: Introductionmentioning
confidence: 99%
“…Reversible thinking is defined as a primary grader's mental activity to make particular equations equivalent with the original one and then reverse them to the initial S. Maf'ulah & Juniati, 2019, 2020.…”
Reversible thinking is the mental ability to return the way of thinking to the original point. This study explores the reversible thinking of fifth graders on linear equations. This descriptive-exploratory research was conducted on 96 fifth-grade elementary school students. Data collection is done by providing reversible thinking and interviews. The technique used for data analysis is qualitative and quantitative description analysis. The assignment contains a linear equation (called the initial equation). Students are asked to make an equation equivalent to the initial equation. All equations that students successfully created were then analyzed and classified based on the strategies used. Next, one student with the most diverse approach was selected to be explored more deeply in reversible thinking. The results of the study, there are ten categories of students' reversible thinking strategies, among others, first, moving the elements of the initial equation builder. Second, determine the unknown factors. Third, operate both sides of the initial equation with the same number. Fourth, operate both as equations of equivalent expressions. Fifth, change the known building elements in the created equation. Sixth refers to the value of the unknown component then converts that value into a presentation. Seventh, transforming the building elements that are known in the initial equation. Eighth refers to the value of the initial equation variable. Ninth, using the definition of subtraction. Tenth, using the commutative property of the operation of the number.
“…Actually, in reversible thinking, there were indeed two processes that are opposite each other, i.e. doing action and undoing action or working backwards S. Maf'ulah & Juniati, 2019;Ajay Ramful, 2015).…”
Section: Discussionmentioning
confidence: 99%
“…When reversibility was considered as a feature of the development phase of one's cognition, it was definitely crucial. Relating to mathematics education, reversibility is a part of mathematical competence influencing students' successfulness in solving mathematics problems (Daulay et al, 2019;S. Maf'ulah & Juniati, 2019;Zandieh & Rasmussen, 2010).…”
Section: Introductionmentioning
confidence: 99%
“…Reversible thinking is defined as a primary grader's mental activity to make particular equations equivalent with the original one and then reverse them to the initial S. Maf'ulah & Juniati, 2019, 2020.…”
Reversible thinking is the mental ability to return the way of thinking to the original point. This study explores the reversible thinking of fifth graders on linear equations. This descriptive-exploratory research was conducted on 96 fifth-grade elementary school students. Data collection is done by providing reversible thinking and interviews. The technique used for data analysis is qualitative and quantitative description analysis. The assignment contains a linear equation (called the initial equation). Students are asked to make an equation equivalent to the initial equation. All equations that students successfully created were then analyzed and classified based on the strategies used. Next, one student with the most diverse approach was selected to be explored more deeply in reversible thinking. The results of the study, there are ten categories of students' reversible thinking strategies, among others, first, moving the elements of the initial equation builder. Second, determine the unknown factors. Third, operate both sides of the initial equation with the same number. Fourth, operate both as equations of equivalent expressions. Fifth, change the known building elements in the created equation. Sixth refers to the value of the unknown component then converts that value into a presentation. Seventh, transforming the building elements that are known in the initial equation. Eighth refers to the value of the initial equation variable. Ninth, using the definition of subtraction. Tenth, using the commutative property of the operation of the number.
“…Siswa yang memiliki kompetensi ini mampu memecahkan masalah yang kompleks dan melihat dari posisi manapun pada spektrum antara dua garis yang dapat dibalik. Reversible thinking merupakan salah satu syarat utama untuk menyelesaikan masalah matematika karena pemecahan masalah merupakan inti dari matematika sekolah (S. Maf'ulah & Juniati, 2019). Oleh karena itu, siswa yang memiliki kemampuan reversible thinking yang baik akan mudah menyelesaikan masalah matematika.…”
Kemampuan reversible thinking dalam pembelajaran matematika perlu dikuasai oleh setiap peserta didik guna menunjang peserta didik dalam proses belajar dan menyelesaikan berbagai permasalahan matematika yang bersifat reversible. Jenis penelitian deskriptif kualitatif ini bertujuan untuk menganalisis kemampuan reversible thinking peserta didik pada sistem persamaan linier dua variabel. Subjek penelitian adalah peserta didik kelaas VIII SMP Negeri 2 Purbolinggo Lampung Timur pada tahun akademik 2020/2021. Sampel penelitian sebanyak 31 peserta didik yang dipilih dengan teknik sampling total. Pengumpulan data dilakukan melalui teknis tes, wawancara, dan dokumentasi. Instrumen dalam penelitian ini berupa tes kemampuan reversible thinking. Data dianalisis secara deskriptif dengan 3 tahapan, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa 20,97% siswa menguasai kemampuan reversible thinking, dan 20,96% siswa tidak menguasai kemampuan reversible thinking. Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa sebagian besar peserta didik tidak menguasai kemampuan reversible thinking pada sistem persamaan linier dua variabel.
“…Karakteristik dari discovery learning dapat melatih kemampuan pemecahan masalah siswa (Pangaribowo et al, 2017;Widiadnyana et al, 2014). Pemecahan masalah sendiri merupakan ruhnya pembelajaran matematika (Maf'ulah & Juniati, 2019;Maf'ulah & Juniati, 2020).…”
Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa melalui discovery learning yang dikombinasikan dengan video. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan subjek penelitian siswa kelas IX-B SMP Negeri 2 Peterongan sebanyak 32 siswa. Instrumen penelitian ini adalah lembar observasi aktivitas guru, lembar observasi aktivitas siswa, dan tes. Indikator keberhasilan penelitian ini adalah : (1) aktivitas guru dan aktivitas siswa selama pembelajaran berada pada kategori minimal baik; dan (2) ketuntasan hasil belajar siswa secara klasikal mencapai ³ 80%. Siswa dikatakan tuntas secara individu apabila memperoleh skor hasil tes hasil belajar ³ 75. Hasil observasi pada siklus 1 menunjukkan persentase aktivitas guru mencapai 79% (baik), persentase aktivitas siswa mencapai 67% (cukup baik), dan secara klasikal sebesar 75% siswa tuntas hasil belajarnya. Sedangkan pada siklus 2, aktivitas guru mencapai 86% (sangat baik), aktivitas siswa sebesar 86% (sangat baik), dan secara klasikal sebesar 88% siswa tuntas hasil belajarnya. Artinya telah terjadi peningkatan hasil belajar matematika siswa pada siklus ke-2, sehingga penerapan discovery learning kombinasi video dapat meningkatkan hasil belajar matematika siswa.
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